Traces the history of reflection in teacher education, focusing on its emergence through the influences of Descartes, Dewey, Schon, and feminism. Uses the critical lenses of Foucaultian genealogy and the sociology of scientific knowledge to investigate how the complicated meanings of reflection play out in complex ways through research practice. Highlights the diverse meanings of the term, critiquing the effects of power within current reflective practices. (Contains references.) (SM)